The Impact of Metaphysical Pragmatism in the Contempory...

43

African Research Journal of Education and Social Sciences, 7(1), 2020 ISSN (online): 2312-0134 | Website: www.arjess.org

The Impact of Metaphysical Pragmatism in the Contempory Society

Frank Richard Sanane, James Kabata and Simon Njunguna

Catholic University of Eastern Africa P.O. BOX

62157 – 00200, Nairobi – Kenya

[email protected]

_____________________________________________________________________________

Abstract

The aim of the Paper is to show the impact of the metaphysical pragmatism in the contemporary

society: an analysis of Charles Sanders Peirce’s theory. Pierce in his argument presents his

theory showing that action gets prior over thought. In this matter pragmatism as the doctrine

that truth is a practical efficiency of an idea. This theory has made a great contribution in such a

way pragmatism theory is considered as tools to solve problems and the results are considered

as they are correct and real until their effects are desirable and useful, otherwise the theory is

incorrect. The paper presents theoretical framework based on Peirce’s upon whom the impacts

of pragmatism in the contemporary society could have taken roots from. The pragmatism

approach in the contemporary society has influenced various sectors and scholars in such a

way they concluded to design a system to consider the specialized subjects and also provide the

required techniques to the interested individuals in the contemporary time. The paper also

covers various impacts which have been shown now in the contemporary times such as training

needs assessment process, the subject oriented against the job-oriented educational content and

applied scientific education, applied science curriculum design to approach is based on

profession and jobs. The identified gap with the critique on the theory of pragmatism is the

failure to link between the pragmatism theory and other disciplines such as metaphysics which

has led to negative impacts such as moral subjectivity, on the society. Given Perce’s

understanding of Pragmatism, The gap may be bridged through linking of both disciples

metaphysics and pragmatism and this will help to have a self-defense on pragmatism theory

because they are separable but dependence to each other in this case various contemporary

issues will be addressed by pragmatism theory.

Key words: Metaphysical pragmatism, Contempory society, impact of metaphysical pragmatism

1. Introduction

The origin of pragmatism can be traced from the Sophists philosophers of ancient Greece who

held that man is the measure of all things. The term pragmatism was first used by the American

logician Charles Peirce. He intended to use this concept as a means to solve and evaluate

intellectual matters. (Hausman, 1993). Pragmatism is a philosophy that emerged in the United

States left the intellectual life of country a significant role. The philosophy emerged by thinkers

such as William James, John Dewey and John Brodie in the late nineteenth century and left a

great impact until the current time. In some countries this approach expanded depending on the

circumstances (Okoh, 2003). For example Rubin Zone, a German thinker of this school of

44


thought applied wide measures for the Change of Education System in Germany for skill-

centered system using the theory of pragmatism.

Unlike other schools of philosophy, pragmatism lays more stress on the needs and actual benefits

of the bourgeoisie and embodies their pursuit of actual efficacy. It not only influences the spirit

and life-styles of Americans, but also has a universal impact on the whole world (Halid, 2005).

Pierce’s pragmatism provides impacts in various fields in our contemporary society. This paper

therefore covers the impact of metaphysical pragmatism in the Contempory society. The paper

takes the following organization: theoretical framework and the impact of the metaphysical

pragmatism in the contemporary society in education sector, governance, global transformation,

technology and metaphysics.

2. Theoretical Framework

Philosophical pragmatism, as initially articulated to Charles sanders Pierce philosophy. Firstly in

one sense is seen as an attitude or method of thought. It emphasizes a focus on facts and

consequences, as opposed to theories and principles. In addition to being a method of thought

with sufficient flexibility to appeal to individuals who have divergent views in many respects, as

philosophical pragmatism is also distinguished by its experiential, provisional and pluralistic

notion of truth (Thayer, 1952). Pragmatists believe that as the world changes, and human

societies grow and change, new kinds of ethical dilemmas emerge. To make solutions to them,

people need to develop new methods of understanding what is right and wrong. Aim at making

life on the planet relatively better than it is. Pragmatic ideas regarding ethics are further

manifested in the area which now is more practical in our contemporary society. Areas like

social and political thought. Charles Pierce Sanders (1931) and other pragmatists, social and

political institutions exist to provide for the needs of individuals. The worth of projects is to be

judged by the extent of their conformity to social needs. Moreover, since human needs and social

circumstances are frequently in flux, social institutions need frequent reform (Atzenstein, 2010).

This can be best accomplished where diverse individuals participate actively and regularly in

public affairs, so that society as a whole may take advantage of their diverse experience and

intelligent.

3. The Impact of Pragmatism in Contemporary Society

Perce’s pragmatism brought variation in impact of our contemporary society. These include

education sector, global development, technology and metaphysics.

3.1 Educational Sectors

This section covers the following: overview of impact of pragmatism in education sector,

education according to the needs of the surrounding society, learning by practice, teaching to be

related interest and experience of oneself and long life education

45


3.1.1 Overview of Impact of Pragmatism in Education Sector

Pragmatism implies, in short, a start from the practical context in which issues arise. The

practical experiences people have on a certain issue should, from this point of view, determine

how a problem is defined and which solution strategy is selected and implemented. Given the

urgency and insufficient effectiveness of addressing current global environmental issues, this

approach was expected to be relevant for its focus on effectiveness and problem-solving. In the

early twentieth century, a major perspective within sociological social psychology was derived

from pragmatism. (Joas, 1993). Increasing attention is being given to pragmatist epistemology in

other branches of the social sciences, which have struggled with divisive debates over the status

of social scientific knowledge. Pragmatists insist on the real value of a thing lies in its utility for

human development and welfare.

Thus even education is useless if it does not promote human welfare and so the system of

education should be changed so that it becomes both desirable and beneficial. Education should

provide real life experiences to the learners so as to make them dynamic, resourceful efficient

and enterprising. John Dewey as a disciple of Sander characterizes education mainly as growth,

as life, as continuous reconstruction of experiences, as a social process. (Joas, 1993). His

philosophical implications made pragmatism also are known as instrumentalism or

experimentalism. In this line we see in the contemporary society the establishment of vocational

and technical education system supported analysis of many skills training systems in the world.

Pragmatism offers an approach which is both pluralist and practical. Pragmatists’ presents there

are view of practical basing on utility rather than theoretical discussions (Atzenstein, 2010). An

analysis of the pragmatists theory can be seen now in agricultural, applied- science, educational

philosophy. Pragmatic approach of skills and vocational and technical education aim now at the

ability of graduates of different universities in the world indicated that they faced serious

knowledge and skills problems to enter the employment process. So the vocational and technical

education was initiated from the beginning with skill-based approach and the practical

significances. (Welchman, 1995).

Hookway (2008) on this basis, and considering the predominant method of skills in different

places in the world has undergone assessment based on Competency Based Training, Job and

Tasks Analysis is basis of designing the skills and vocational and technical curriculum. The

universe is the subject matter for the pragmatist. Any educative experience is the subject matter

of the curriculum, any experience contributing to growth. The subject matter exists ready to be

explored, but the real concern must always be for the interaction of the pupil with the subject

matter of his current needs, capacities, and concerns. Curriculum should bring the disciplines

together to focus on solving problems in an interdisciplinary way (Hookway, 2008). Pragmatists

believe that learners should apply their knowledge to real situations through experimental

inquiry.

A study of social, economic and political problems, natural resources and their maintenance and

other such studies in the contemporary time focus on building up the curriculum which base on

the need of the society (Hookway,2008). Thus all the content that prepares the child for

46


individual as well as social adjustment included in the curriculum should aim at the utility of the

community. Our choice of the pragmatic school of thought is obvious. It is an approach that is

very much concerned with the application of knowledge in tackling the life challenges. Thus

their aim of education is that knowledge acquired must have relevance to the need of the society.

Knowledge to action gaps exist when the knowledge created does not address diverse practice

demands, which may be a knowledge creation problem that demands for bridges to be built

between researcher and practitioners forming relevant communities of inquiry. Pragmatist

identified communities of inquiry, including all those interested in resolving a problem, as one of

the major building blocks of pragmatism. (Hookway, 2008). The collaborative process between

researchers, practitioner’s policy makers and public is a hallmark whereby the researcher is an

involved collaborator, negotiator and communicator who develops partnerships that identify co‐construct and consider multiple sources of evidence. Promoting participation and maintaining

relationships between researchers and practitioners is integral to developing collaborative

knowledge that will be effective in practice.

Mutual understanding between researchers and practitioners as they relate to the processes of

communication and shared meaning are central to the pragmatic approach suggests that these

communities of practice uniquely combine researchers who create knowledge, a community of

people who care about the knowledge and the shared practice for which they are developing

knowledge (Okoh,2003). In the current time communities of practice which base on scientific

investigation are created to translate knowledge basing on the needs of the society and that

forming relationships between researchers, practitioners, policy makers and the public is needed

to have an impact on advancing the science and philosophy.

3.1.2 Education According to the Needs of the Surrounding Society

Survival to the pragmatists depends on man’s ability to use acquired intelligence to overcome the

problems of his existence and that of his society. For ideas to become useful therefore, they must

be applied practically. The pragmatists advocate individualism capable of overcoming the

problems of the environment. In different countries national policy on Education recognizes this

as it says that “efforts shall be made to relate education to overall community needs (Okoh,

2003). For the needs of the world society to be solved, the gaps that usually exist between what

is learnt in school and its wider society must be eliminated. In the contemporary time societies

have formulated educational policies that adapt the needs of the nation. Educational policies have

been made to help towards the solution of our present predicament as a nation. For instance,

different states have made be Manpower Development Commission which should serve as a link

between the manpower needs of the nation according to the demand of employers of labor and

the quantity turned out by our Universities yearly. The commissions also as well have served as

guide to the candidates as well as information on the areas of knowledge that are high in demand.

47


3.1.3 Learning by Practice

There is an inherent relationship between action and knowledge. The pragmatists believe that

knowledge results when in our various interactions we experience the consequences of our

actions and note the action consequence relation of different experiences and uses this to solve

subsequent problems (Tanzania: Ministry of education, 1982). The contemporary society has

managed to create the necessary knowledge to solve problems therefore arising from interacting

with such environment. By implication, it means that learning by doing will not only lead to skill

acquisition, but also leads to the development of self-reliance. When people are self-reliant the

problem of unemployment in the world society will be a thing of the past.

Learning by doing ultimately, reduces the quest for paper qualification. In pragmatism, action is

combined with one’s level of qualification. This encourages professionalization because for

anyone to prove his qualification, the necessary action must be followed in order to solve a

problem. Pragmatists philosophers and educators, offer insightful influences on the

contemporary education, not only in the United States but also worldwide. Their philosophy of

education, commonly referred to as pragmatism, focused on learning by doing as an alternative

to rote knowledge and strict teaching (Tanzania: Ministry of education, 1982).

The purpose of this study is to investigate the extent to which this philosophical thought is

implemented in Jordanian public schools according to Jordanian teachers. Both quantitative and

qualitative methods were employed in this study. In the world, there should be a symbiotic

relationship between the formal school education and non-formal apprenticeship education in

such a manner that the whole community becomes the resource center for the education of the

learner, and the wall of separation between the world of school and the world of work is broken

down. This idea is being implemented in Tanzania, and reports have it that it is working well.

3.1.4 Long Life Education

In the entire universe the pragmatists say that pragmatism is in a state of continuous change and

what works now may not work in a different situation. What the pragmatists propose is the type

of education that continues till adulthood. Life-long education is a solution to the changing

world; knowledge should be updated so as to take care of the problems arising from the changes

in the universe.( Ristela,2003). This type of education as it is said is learning about anything at

all that helps us understand the environment we live in, and the manner in which we can use and

change this environment in order to improve ourselves. A realistic role of the school is that will

be found to be that of an enabling institution within a life-long educational continuum (Nyerere,

1982). This has been shown up in the present time mostly country deal with the educational

which is more practical and gives response to the utility of the society and something which does

not give response to the community is not encouraged to be studied in any place.

48


3.1.5 Teaching to be Related Interest and Experience of oneself

Another aim of education in the pragmatic school of thought is that teaching should be related to

pupil’s interest and experience. It favors a diverse curriculum in order to take care of differences

and needs of the learners. The uniqueness of every individual has to be identified and developed.

To expose every individual to the same curriculum is to ignore this important fact. In the world

we have experienced a radical departure from the old one, where parents select courses for their

children/ward without reference to potentiality of the learner. However, long time with the rise of

pragmatism we saw these students are mis-directed and mis-guided into the preference of their

parents, they probably end up being frustrated and consequently, they show lack of interest in the

practice of their disciplines after graduation. Thus, the services offered by professional career

guidance and counselors are therefore needed if the students must make the right choice of career

(Nyerere, 1982). It is in this direction that most governments have left the process that make the

guidance and counseling units of every school to be properly functional and depend on student’s

interest.

3.2 Governance

The pragmatists defended a close relationship between learning and democracy. Pragmatism’s

heritage and legacy focuses on pragmatism’s stance favoring pluralistic and participatory

democracy. Three elements can be distinguished to further characterize a pragmatic governance

approach. The first is continuous experimentation with policy strategies. These experiments need

to be evaluated in terms of their practical consequences; that is, in terms of their capacity to

tackle problems (Peter& Rudra, 2010).

The second element of pragmatic governance is close cooperation between governments and

other parties in policymaking. This implies involving those actors including citizens, companies

who experience the practical consequences of societal problems and can contribute to addressing

them. The third element is related to the other two elements and entails a focus on specific

issues, by accounting for the unique context in which an issue arises. Its practical context is the

starting point for conducting experiments and involving actors. The unique characteristics of an

issue are assumed to determine the contribution of actors and the effectivity of policy

interventions this is more used by the contemporary society as the key figure to evaluate who is

supposed to rule and control the enter society.

These elements of pragmatic governance imply that governments and policymakers need to be

flexible in fulfilling different roles to address societal issues Pragmatism would not be useful if it

failed to deal with questions about the proper distribution of social and political power along

with related issues of class, race, and gender. Pragmatism can criticize the mistakes of public

democracy, but at the same time pragmatism praises public democracy as the best form of

government that has been invented at this time (Atzenstein & Peter, 2010). Pragmatism

additionally proposes a finer form of public democracy, with more citizen participation than

mere voting, than any actual democracy. Pragmatism is judged to be highly in practice.

49


Pragmatists such as Dewey and Rorty being in line with Peirce theory and the contemporary

time societies defended the idea that public democracies are pragmatic theories in action, in two

major senses (Atzenstein & Peter,2010) First, public democracy is a proposed method of social

inquiry. When educated and communicating citizens make intelligent inquiries into their social

conditions and changes to society, they are in a position to learn about how their society

functions and how it can function differently. Democracy can produce social knowledge.

Second, public democracy is itself an experimental test of the political proposition that citizens

become more powerful over the conditions of life if their society becomes more and more

democratic. Democracy can produce freer citizens. Pragmatism in the contemporary time has

been more influential in different countries. These two pragmatic tests of pragmatism are made

in the actual experiments of free public democracy, in the same way that pragmatism is tested

through the actual successes of free scientific inquiry into nature.

3.3 Transformations in the Global Development

Social trends can be discussed from many different perspectives. This section draws on the

account of sociologists who took an effort to implement the pragmatist theory Peirce and his

fellows who emphasis upon change, focusing on the fact that the world is a work in progress, a

reality which is in a constant state of flux. In analysis of modern society, sociologist describes

three mega trends; globalization, the emergence of an information age and the rise of a network

society. (Jorg, and Kratochw, 2009).Without providing a comprehensive account of modern

society this has been proven out in the given extensive reflection and debate on these trends

within a range of disciplines. This includes sociology, political sciences, philosophy, and public

administration. The first macro development by which modern society is often characterized,

concerns the loss of significance of local, regional and national borders. Through the process of

globalization which has been defined in a range of different ways. People all over the world are

increasingly interconnected and according to some even incorporated into a single world society

(Jorg, and Kratochw, 2009). Despite of the different visions on the impact and desirability of

globalization seeking through pragmatists, it is widely acknowledged that actors and the issues

they encounter are less and less defined by geographical boundaries, we can currently also see a

political counter development that aims at maintaining, joining and restoring the sovereignty of

nation states.

Also pragmatist’s tendency has lead different societies shared goals and diffused knowledge and

power of actors within society, governments, civil society organizations, private companies and

individuals or groups of citizens increasingly operate in networks to realize their goals.

Governments in our contemporary time are often dependent on non-organized sectors in general

and global agents of change in particular, for pursuing their global goals. Governmental and

inter-governmental organizations look beyond their own borders to avoid global risks, to deal

with complex problems and to realize global goals through effective implementation and utility

need of the majority people in their society.

50


3.4 Technology

There is an increasingly important role of information technology and knowledge as a crucial

resource in societal power relations. Pragmatists theory of experimentalism has forced the

contemporary society to put more emphasize on technological advancement for production.

Hammersley Martyn in his introduction to theory of technology explains that, Charles Perce’s

(1989) Pragmatist’s theories frame and explain activities that are continually performed,

produced, and reproduced through a dynamic entanglement of action, politics, communities,

discourse, materials, tools, and agents. Pragmatism and practice theories are complementary

perspectives focused on the consequences of our ideas and the results of our actions. Both

perspectives provide us with valuable insights about our world (Martyn, 1989).

Pragmatism is a perspective that can bridge current divides between scientific paradigms, the

theory practice gap, and academic practitioner interests. New technologies have been discovered

in such a way it enable the transcendence of physical and temporal limitations in the sharing of

information, making interaction more dynamic and creating global communication networks

(Martyn, 1989) This development can be seen as a condition of the two former trends through

the fast flows and exchange of information, networks can be formed across states new

information and communication technologies, including rapid long-distance transportation and

computer networks, allow global networks to selectively connect anyone and anything

throughout the world. In short, although conceptually distinguished, in reality these trends are

intertwined and mutually reinforcing improving the utility of the society. Pragmatic complexity

theory approach provided more flexibility to respond to the rapidly changing context of social

services implementation and evaluation. Success and utility of pragmatists theory in technology

has made people to continue facilitating it as the means of their solutions

We see that the professionals are specialized in responding to demands that require an immediate

solution to problems, especially those that place pressure on and threaten the social order.

Effective insertion of the social worker in the social and technical division of labor, we see that

the professionals are specialized in responding to demands that require an immediate solution to

problems, especially those that place pressure on and threaten the social order. Technique for

providing help for administrating conflicts or as a technology for resolving problems, the

profession is required to provide immediate results that alter some variables of the social context,

of the everyday life in which the subjects who are the receptors of its professional action are

inserted. Beyond the determination imposed by the division of labor, the ontological ground on

which the professional exercise is undertaken in daily life through discoveries (Martyn, 1989).

We find that pragmatism is responsible for the deep empiricism that the profession nurtures and

for a certain way of conceiving the relationship between theory and practice. In Social work,

there is an exaggerated emphasis on practice, which is identified as pure experience, and on

habits and customs that are understood to be true if successful and if they serve the immediate

resolution of problems ((Martyn, 1989). Pragmatism is also responsible for the deep disdain that

in general some professionals feel for a critical theory, not for any form of knowledge, not for

instrumental-practical knowledge, but for one that effectively looks for the fundaments, and for

51


this reason, does not always yield immediate responses. Pragmatism in social sciences, remains

committed to solving problems in the real world through generating useful knowledge, validated

through a consensus theory of truth. Pragmatist approach to social science is likely to view

knowledge generation in the following manner. First, the problems arise in the world of human

practice, is understood as the dynamic interrelation between social meaning-generating rules and

ensembles of individual disposition factors (Hookway, 2000).

These problems give rise to new aspects which our old concepts cannot explain and hence

require cognition and knowledge generation, which is the second step. Here Martyn,(1989)

explains that the researcher uses techniques for generating useful knowledge such as abduction,

seen as a heuristic strategy aiming at a kind of useful knowledge that should help us to find our

way through the complexities of the social world or, alternatively, other pragmatic strategies

such as analytic eclecticism. Finally, scientific and external communities are called up to judge

the usefulness of this knowledge; in this way pragmatism highlights the reflexive practice of

discursive communities of scholars. Crucially, this implies that truth is constantly renegotiated,

debated, interpreted in light of its usefulness in new unpredictable situations.

3.5 Metaphysics

Pragmatism denies any possibility of basing reality on objective and universal truths considered

to be abstract and left aside for being restricted to the realm of metaphysics. Here is located the

idea that the foundation of pragmatism is not to be guided by fundaments. It questions a

priori concepts and the role of theory in allowing any generalizing perspective to point to trends

in historic development. In this concept, truth is the fruit of its practical consequences,

determined by the use of the pragmatist method where pragmatism can only be understood

pragmatically, that is, by testing its consequences (Hookway, 2000). It denies any knowledge

that is based on universal concepts, or that is, that is not the fruit of experimentation with the

method, with which it questions the existence of objectivity in reality. It is up to pragmatism to

present and interpret concepts in the domain of experience and they are only accepted to the

degree that they allow a modification of action. This involves a type of knowledge that is applied

to change or to a theory of social action. In this way the truth of concepts is in their capacity to

operate changes in subjects. It is the result of the investigation of subjects and of arguments

constructed from this investigation, so that knowledge cannot be indifferent to the context of

which it is part. (Hookway, 2000).

The first to coin the term pragmatism was also the first to base the meaning of concepts on the

experimental consequences derived from them establishing a contrast with Cartesian rationalism.

Peirce’s concern was to verify the consequences that a concept operated on future experiences.

For Peirce, the meaning of things is established by a list of conditionals, so that the meaning of a

concept depends on its experimental consequences, thus making pragmatism an observational

science. Every hypothesis must be established by observation and by reasoning, which thus

disqualifies any hypothesis that lacks experiential consequence. Pragmatism winds up being a

type of test to verify if concepts and theories are in fact related to experience. As a good

mathematician, he maintained that all thought can be known through symbols. Thus, his

52


scientific method is the method of observation through experimental procedures: to construct,

manipulate, observe and test. From this was derived a type of experimental rationality, we can

say an instrumental and procedural one, whose final objective is to know the processes though

the results they produce (Hookway, 2000).

4. Conclusion

Having undertaken a diligent review of Charles Perce’s pragmatism we come to the point that

pragmatists approach of Charles Sanders Pierce also in the contemporary time some sectors and

scholars concluded to design a system to consider the specialized subjects and also provide the

required techniques to the interested individuals in the contemporary time and this has lead out

great impact in our society such as in education, Governance, technology and technology. Thus,

Training needs assessment process, the subject- oriented against the job-oriented educational

content, prevent the over training or low training, program planning process are among the

differences of academic classic education and applied-scientific education Applied Science

curriculum design approach is based on profession and jobs but there is an issue centered

approach in university system. Finally pragmatism has ensured a rapid change in various aspects

of our life in contemporary time basing on what is more utility and practical.

References

Almeder, Robert. (1980). The Philosophy of Charles S. Peirce. A Critical Introduction. Oxford:

Blackwell.

Brent, Joseph. (1998) Charles Sanders Peirce: A Life, Revised and enlarged. Bloomington, IN:

Indiana University Press.

Bernstein, R. (1983).Beyond Objectivism and Relativism. Philadelphia. PA: University of

Pennsylvania Press.

Charles, Legg (2014).Peirce’s Limit Concept of Truth, Philosophy Compass. London: Routledge.

Casey Nelson Blake, Bourne. (2015). Intellectual and cultural History of the United States.

Colombia: Colombia university press.

Carl, R.Hausman. (1993) .Evolutionary Philosophy: Charles Pierce & William James

.Cambridge: Cambridge University Press, 1993.

D, J.Okoh. (2003).Philosophy of Education .Port Harcourt: Pearl Publishers.

53


E.Moore. (1961) .American Pragmatism: Peirce, James and Dewey, Columbia University Press:

New York.

Goles, Tim, and Rudy Hirschheim. 2000. The paradigm is dead, the paradigm is dead . . . long

lives the paradigm: the legacy of Burrell and Morgan. Omega: The International Journal

Of Management Science Vol: 28. http://www.scribd.com/doc/30853941/Pragmatism-

and-Education.

Halid, T. (2005). Education: An introduction to philosophy and history .Islamabad:

National Book Foundation.

Halid. T (2000). Education. An introduction to philosophy and history. Islamabad: National

Book Foundation.

Houser, N (1998) Introduction to the Essential Peirce, Vol.2.Bloomington IN: Indiana

University Press.

Hookway, Christopher http://www.scribd.com/doc/30853941/Pragmatism-and-

Education..“Pragmatism [http://plato.stanford.edu/entries/Pragmatism/] In Stanford

Encyclopedia of

Philosophy. Edited by Edward N. Zalta.2008

Hookway C, J. (2000).Truth, Rationality, and Pragmatism. Oxford: Clarendon Press.

Jennifer, Welchman. (1995). Dewey's Ethical Thought .Theca: Cornell University Press.

Joas, H. (1993). Pragmatism and Social Theory .Chicago, Chicago University Press.

Kivenen, O., Ristela, P. (2003) 'From Constructivism to a Pragmatist Conception of

Learning.' Oxford Review of Education Vol. 29, No. 3, pp. 363 – 37.

Levine, S. Pragmatism: Canadian Journal of Philosophy, Vol.40 No.4 (2010) 567–589.

Levine, S. Brandom’s Pragmatism, Transactions of the Charles S. Peirce Society, Vol.48,

No.2 (2012): 125–140.

Pappas, G.F. 1998. The Latino Character of American Pragmatism: Transactions of the Charles

S. Peirce Society, Vol.34, No.1 (1998):93–112.

Peirce, C.S. (1931) The Collected Papers of Charles Sanders Peirce. Cambridge MA: Harvard

University Press.

Peirce, C.S. (1931) (1982).The Writings of Charles S. Peirce: A Chronological Edition.

Bloomington

54


IN: Indiana University Press.

Peirce, C.S. (1931) (1992) The Essential Peirce. Bloomington IN: Indiana University Press.

Radder. H. (1996).In and About the World Albany. State University of New York Press.

Robert, Almeder. (1980).The Philosophy of Charles S. Peirce. A Critical Introduction. Oxford:

Blackwell.

Tanzania Ministry of Education, Some Basic Facts about Education in Tanzania. (Tanzania:

Ministry of education. Nyerere, J. Education for Self-Reliance: Education in Africa

(London: George).

Thayer R, S. (1982). The Logic of Pragmatism .New York: Humanities Press, 1952.

Stroh, W, G. (1997). American Philosophy from Edwards to Dewey.an Introduction, W.D Ten

Broeck,Bombay.

Samwel, Ravis. Philosophical and Sociological bases of Education. (PH:Learning ltd,2015)

Schmitt, Frederick F. Truth: A Primer .Boulder, CO: Westview Press, 1995. West, C. The

American Evasion of Philosophy: A Genealogy of Pragmatism

Vincent, Potter.(1997). Charles Peirce: Norms and Ideas .New York: Fordham University Pres.

Date post:	05-Jul-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

The Impact of Metaphysical Pragmatism in the Contempory...

Documents